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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Understanding the link between professional learning communities and teacher collective efficacy
Robert H. Voelkel, Janet H. Chrispeels
School Effectiveness and School Improvement (2017) Vol. 28, Iss. 4, pp. 505-526
Closed Access | Times Cited: 164

Showing 1-25 of 164 citing articles:

How School Leadership Influences Student Learning: A Test of “The Four Paths Model”
Kenneth Leithwood, Jingping Sun, Randall E. Schumacker
Educational Administration Quarterly (2019) Vol. 56, Iss. 4, pp. 570-599
Closed Access | Times Cited: 204
Mapping a strong school culture and linking it to sustainable school improvement
Moosung Lee, Karen Seashore Louis
Teaching and Teacher Education (2019) Vol. 81, pp. 84-96
Closed Access | Times Cited: 148
Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China
Xin Zheng, Hongbiao Yin, Zhanglin Li
Educational Management Administration & Leadership (2018) Vol. 47, Iss. 6, pp. 843-859
Closed Access | Times Cited: 158
Taking a distributed perspective on leading professional learning networks
Cecilia María Azorín Abellán, Alma Harris, Michelle Jones
School Leadership and Management (2019) Vol. 40, Iss. 2-3, pp. 111-127
Closed Access | Times Cited: 130
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust
Mehmet Fatih Karacabey, Mehmet Şükrü Bellibaş, Donnie Adams
Educational Studies (2020) Vol. 48, Iss. 2, pp. 253-272
Closed Access | Times Cited: 105
Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment
Ramazan Cansoy, Hanifi Parlar, Mahmut Polatcan
International Journal of Leadership in Education (2020) Vol. 25, Iss. 6, pp. 900-918
Closed Access | Times Cited: 71
The multidisciplinary and participatory process to develop the Rubric for Learning Communities about Health Approaches
Maud J. J. ter Bogt, Hilde Tobi, Christine G. J. I. van Straten, et al.
Frontiers in Public Health (2025) Vol. 13
Open Access | Times Cited: 1
Facebook is not a silver bullet for teachers’ professional development: Anatomy of an eight-year-old social-media community
Matti Nelimarkka, Teemu Leinonen, Eva Durall, et al.
Computers & Education (2021) Vol. 173, pp. 104269-104269
Open Access | Times Cited: 44
Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis
Shengnan Liu, Jiafang Lu, Hongbiao Yin
Teaching and Teacher Education (2021) Vol. 109, pp. 103571-103571
Closed Access | Times Cited: 43
The Principal-Teacher Churn: Understanding the Relationship Between Leadership Turnover and Teacher Attrition
David E. DeMatthews, David S. Knight, Jinseok Shin
Educational Administration Quarterly (2021) Vol. 58, Iss. 1, pp. 76-109
Closed Access | Times Cited: 43
How can principal leadership practices promote teacher collaboration and organizational change? A longitudinal multiple case study of three school improvement initiatives
André Meyer, Viola Hartung-Beck, Anna Gronostaj, et al.
Journal of Educational Change (2022) Vol. 24, Iss. 3, pp. 425-455
Open Access | Times Cited: 29
How Collective Efficacy Mediates the Association between Principal Instructional Leadership and Teacher Self-Efficacy: Findings from a Meta-Analytic Structural Equation Modeling (MASEM) Study
Turgut Karaköse, Abdurrahman Kardas, Sedat Kanadlı, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 2, pp. 85-85
Open Access | Times Cited: 7
How school districts influence student achievement
Kenneth Leithwood, Jingping Sun, C. Sue McCullough
Journal of Educational Administration (2019) Vol. 57, Iss. 5, pp. 519-539
Closed Access | Times Cited: 52
Exploring the communities of learning policy in New Zealand using social network analysis: A case study of leadership, expertise, and networks
Claire Sinnema, Alan J. Daly, Yi‐Hwa Liou, et al.
International Journal of Educational Research (2019) Vol. 99, pp. 101492-101492
Closed Access | Times Cited: 46
Causal relationship among transformational leadership, professional learning communities, and teacher collective efficacy
Robert H. Voelkel
International Journal of Leadership in Education (2019) Vol. 25, Iss. 3, pp. 345-366
Closed Access | Times Cited: 43
A Conceptual Framework for Understanding Effective Professional Learning Community (PLC) Operation in Schools
Christopher Hudson
Journal of Education (2023) Vol. 204, Iss. 3, pp. 649-659
Open Access | Times Cited: 14
The impact of schools as learning organisations on teachers’ self-efficacy and job satisfaction: a cross-country analysis
Pierre Gouëdard, Marco Kools, Bert George
School Effectiveness and School Improvement (2023) Vol. 34, Iss. 3, pp. 331-357
Closed Access | Times Cited: 13
Understanding teachers' online professional learning: A “community of inquiry” perspective on the role of Chinese middle school teachers’ sense of self-efficacy, and online learning achievement
Mingzhe Wang, Lawrence Jun Zhang
Heliyon (2023) Vol. 9, Iss. 6, pp. e16932-e16932
Open Access | Times Cited: 13
An Analysis on the Implementation of Professional Learning Communities in Malaysian Secondary Schools
Omar Abdull Kareem, Tai Mei Kin
Asian Journal of University Education (2021) Vol. 17, Iss. 1, pp. 192-192
Open Access | Times Cited: 27
Principal self-efficacy and school climate as antecedents of collective teacher efficacy
Takumi Yada, Hannu Savolainen
School Effectiveness and School Improvement (2023) Vol. 34, Iss. 2, pp. 209-225
Open Access | Times Cited: 11
Professional learning communities and teacher outcomes. A cross-national analysis
Anders Astrup Christensen, John Jerrim
Teaching and Teacher Education (2025) Vol. 156, pp. 104920-104920
Open Access
DEVELOPMENT OF A SCHOOL-BASED MANAGEMENT (SBM) MODEL – EMPOWERMENT-LEADERSHIP, MORALE, PARTICIPATION IN DECISION-MAKING, TEACHERS’ COLLABORATION AND PERCEIVED STUDENT-ACHIEVEMENT
Hong Sheung Chui, Samuel K. M. HO
(2025) Vol. 8, Iss. 1, pp. 1-17
Closed Access
School middle leaders’ personality traits and collective teachers’ efficacy: the moderating role of resource support
Ayala Zadok, Pascale Benoliel, Chen Schechter
Social Psychology of Education (2025) Vol. 28, Iss. 1
Open Access
Instructional Leadership and Teacher Effectiveness in Online Learning
Herbert Corpuz, Darin Jan Tindowen
Hong Kong Journal of Social Sciences (2025), Iss. 64
Closed Access
Measuring Educators’ Perceived Benefits of Participation in Educational Improvement Networks
Hanan Perlman, Anthony S. Bryk, Jennifer Lin Russell
Peabody Journal of Education (2025) Vol. 100, Iss. 1, pp. 82-99
Open Access
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